Reading 7 (Theme 3)

Reading 7 Second reading on Issues Trends and Developments

Kanuka, H. & Rourke, L.(2008). Exploring amplifications and reductions associated with e- learning: conversations with leaders of e-learning programs. Technology, Pedagogy and Education. 17(1) 5-15 Downloaded on 14 June 2008 from http://www.informaworld.com.ezproxy.massey.ac.nz/smpp/section?content=a790657402&fulltext=713240928

Although I have been looking for articles on recent trends and issues in schools, the abstract to this very recent article suggested it would fill some research gaps. However, it really serves simply to remind leaders of benefits and deficits.

The paper explores the effects of e-learning technology from the perspective of Ihde’s (1990) theorem that technology “both amplifies and reduces certain aspects of human experiences through its selectivity and intentionality” and is non-neutral.

The purpose was to probe the changes occurring as a result of e-learning technology used in higher education. While research into the superiority /inferiority of e-learning was prolific, research gaps regarding the amplification and reduction of learning experiences in e-learning existed.

Method: an interpretive approach using unstructured interviews

Sample: 12 senior academics at dual mode, research-intensive universities. All were administrators who also teach and research within their programme.

Findings: Opinions fell into 4 already well-researched categories. They are summarised below with the respective amplification vs. reduction findings.

1. Flexibility and Convenience
Amplification:
- students’ private lives remain unchanged and a first priority
- improved access through removal of temporal,
- geographical and situational barriers
Reduction:
- subordination of study time to other obligations
- a loss of a sense of belongingness
- teacher’s “space slippage” – teachers experience too much familiarity because of unending proximity to students

2. Course design
Amplification:
- greater time, care and collaboration with experts can lead to higher-quality learning experience
Reduction:
- reduction of teachable moments
- Loss of cultural discourse;
- Potential for course stagnation because of time and effort in alterations
- possible decline in academic freedom and teaching as a scholarly activity; intellectual
commercialisation of e-learning packages by textbook publishers partnered with
software corporations

3. Equality and Equity
Amplification:
- equitable opportunity to participate
- equalising presence
Reduction:
- students are not forced to confront their bias
- students can hide their presence

4. Thinking and Learning Skills
Amplification:
- increased interaction between teachers and learners
- asynchronous internet communication promotes critical reflection
Reduction:
- fewer opportunities to develop oracy skills


Recommendations:
*Leaders of e-learning programmes should create a sense of belongingness and provide guidance about social and academic boundaries
*Blended e-learning programs compensate for loss of teachable moments, cultural discourse, campus culture and academic freedom and integrity
*Inclusion of internet-based audio and video communication /conferencing tools

The evidence that technologies represent both losses and gains to higher education must be considered in technology-driven educational reform.


DISCUSSION
1. Lurking is referred to as one of the reductions of e-learning. How can a leader discourage this practice without upsetting the social balance of the online class or making the lurker feel even more vulnerable?
On the other hand, while lurkers may not contribute to discussion they themselves are still absorbing it, so learning is still happening for that person (albeit selfishly and non-collaboratively). Furthermore, to what extent should it be accepted (and/or even accommodated) that a certain amount of lurking will take place for new e-learners as they build up confidence to express themselves so publicly and learn the ethics of collaboration?
2. To what extent would audio-video conferencing truly enhance the learning if an online collaborative community has already been established? For some students this might well be a reduction rather than an amplification - the very anonymity of online discussion which gives the shy learner confidence may be experienced as threatening.





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